Regenerative pedagogy for transition education

Universities of applied sciences train students for a role in major societal changes, including the shift towards a sustainable and just society. The Hague University of Applied Sciences explicitly wants to play a part in this shift (see also the Institutional Plan 2023-2028). Teachers often find it difficult to guide students in this. How do you deal with uncertainty about the future, clashing values and moral dilemmas? In this postdoc trajectory, university of applied sciences teachers jointly develop and test a practical, well-founded framework for transition pedagogy for regeneration: education that teaches students to act in transitions and contributes to the restoration of relationships and living systems.

Project background

The project builds on a practice exploration (2024-2025) at The Hague University of Applied Sciences. This included learning workshops on Regenerative Pedagogy with around 50 participants, as well as experience gained in the Master Sustainability Transitions. This resulted in five provisional pedagogical principles. These principles call for further research: it is still unknown how the principles relate to one another, where they are recognisable and how students experience them. In addition, teachers experience a sense of uncertainty about how to act: what does transition education ask of you in daily practice? To apply these principles, we need practical guidance.

Major socio-ecological crises demand that education takes up justice, inclusion and sustainability as a fundamental pedagogical task. Teachers find this complicated. How do you guide students through uncertainty and moral dilemmas without becoming either neutral or activist?

Goal

To develop a validated pedagogical framework with principles, tensions and courses of action, enabling teachers from every field of study to guide students through sustainability and justice transitions.

Target group

University of applied sciences teachers who want to prepare students for a role in transitions. First teacher-researchers from the Centre of Expertise Mission Zero and the Master Sustainability Transitions, then teachers from various programmes and faculties of The Hague University of Applied Sciences. Students of the Master Sustainability Transitions give feedback on the pedagogical choices in their education.

Method

Practice- and design-oriented research within a learning community of 10 to 15 teachers, in two cycles of three meetings each. Teachers exchange experiences, apply the framework in their own teaching and reflect together. The data come from observations, reflections, interviews, feedback sessions with master's students and portfolio excerpts. The material is analysed qualitatively. A fellow researcher codes part of it as a check.

Results

• a well-founded pedagogical framework with principles, tensions and courses of action
• a Transition Pedagogy workbook for university of applied sciences teachers, with three scripted podcasts
• a visual pedagogical canvas with the core principles and tensions
• two open access publications (international and national, peer-reviewed)

Impact

Teachers gain practical tools to guide students in systems thinking, uncertainty, agency and moral complexity. The framework and products are intended for teacher professional development and curriculum development. The Master Sustainability Transitions is the first place where the results take structural root. After that, we will seek collaboration with other programmes, including through workshops and train-the-trainer sessions. Within Mission Zero, a line of research on transition and regenerative pedagogy is taking shape. In this way, the project strengthens education, research and teacher professional development.

Duration

September 2026 to February 2029 (30 months)

Funding

Taskforce for Applied Research SIA (Regieorgaan SIA), University of Applied Sciences Postdoc Funding scheme

Collaboration

• The Hague University of Applied Sciences, with teachers from various programmes and faculties
• Centre of Expertise Mission Zero, research group Regenerative Leadership
• Master Sustainability Transitions

Team

• Aniek Draaisma: postdoc, executive researcher and designer-facilitator, Centre of Expertise Mission Zero, Regenerative Leadership research group
• Dr Liliya Terzieva: professor and director of the Centre of Expertise Mission Zero, content sounding board
• Bas van den Berg: associate professor and formal leader of the Regenerative Leadership research group, peer support
• Wâtte Zijlstra: senior researcher, HCTL facilitator and co-facilitator of the learning workshops, peer support

Contact

Aniek Draaisma, [email protected]      
06 43 29 98 53